2015 개정 실과 교육과정에 따른 ‘창의적인 제품 만들기’ 활동 과제 개발과 적합도 분석

문대영(Moon Dae Young) 한국실과교육학회 2017 한국실과교육학회지 Vol.30 No.2

이 연구는 2015 개정 실과 교육과정에 따른 ‘창의적인 제품 만들기’ 활동 과제를 개발하고 그 적합도를 분석하기 위해 수행되었다. 연구의 목적을 달성하기 위해서 ‘창의적인 제품 만들기’ 활동 과제의 개발 기준을 설정하여 15개의 창의적인 제품 만들기 활동 과제를 개발한 후, 내용 타당도 비율을 구하여 타당도를 검증하였다. 타당도를 검증받은 12개의 활동 과제를 대상으로 창의적 아이디어 창출, 재료 활용, 학생 수준 측면에서 적합도를 조사하였다. 활동 과제별 적합도 평균 점수는 5점 만점에 4.19∼3.78점으로 분포하여 적합한 수준으로 판정되었다. 적합도 평균 점수는 ‘스마트폰 받침대 만들기(4.19)’, ‘연필꽂이 만들기(4.01)’, ‘애완동물 자동 급식기 만들기(3.99)’와 ‘가습기 만들기(3,99)’, ‘골판지 가방 만들기(3.95)’, ‘메모판 만들기(3.94)’와 ‘물시계 만들기(3.94)’, ‘캠핌용 도마 만들기(3.92)’와 ‘동전 분류 저금통 만들기(3.92)’, ‘독서대 만들기(3.91)’, ‘화분 자동 급수기 만들기(3.86)’, ‘도어 스토퍼 만들기(3.78)’의 순으로 확인되었다. 창의적 아이디어 창출 관점에서 알아본 활동 과제의 적합도는 5점 만점에 4.22∼3.75점, 재료 활용 측면에서 확인한 활동 과제의 적합도는 5점 만점에 4.17∼3.69점, 학생 수준 관점에서 조사한 활동 과제의 적합도는 5점 만점에 4.24∼3.56점으로 분포하여 각각의 관점에서 적합한 수준으로 판정되었다. This study was conducted to develop activities for making creative products and to analyze the suitability of these hands on activities. To develop activities for making creative products three criteria were set up based on the analysis of the practical arts curriculum and textbook. According to these criteria fifteen hands on activities were developed and the validity of twelve activities was verified by the content validity ratio. The suitability of the twelve activities was tested in terms of creativity of the idea, use of materials, and developmental levels of students. The overall suitability of twelve activities was verified with 3.78∼4.19 points awarded out of 5. The hands on activities in order of suitability mean score were as follows. Making a smart-phone cradle 4.19, making a pencil holder 4.01, making an automatic pet feeding device 3.99, making a humidifier 3.99, making a cardboard bag 3.95, making a memo board 3.94, making a water clock 3.94, making a chopping board for camping 3.92, making a coin sorting bank 3.92, making a reading desk 3.91, making an automatic pot waterer 3.86, and making a door stopper 3.78. The suitability of the twelve activities was verified with 3.75∼4.22 points in terms of idea creativity, 3.69∼4.17 points in terms of material usage, and 3.56∼4.24 points in terms of the students developmental level.

SWOT 분석을 통한 기술교육 발전 전략 도출

문대영 ( Dae Young Moon ) 한국기술교육학회 2005 한국기술교육학회지 Vol.5 No.2

초 · 중등학교 학생의 적응자 · 혁신자 역할 분담 문제 해결 활동이 기술적 창의력 계발에 미치는 효과

문대영(Dae Young Moon),류창열(Chang Yol Ryu) 대한공업교육학회 2001 대한공업교육학회지 Vol.26 No.1

The purpose of this study was to devise problem solving activity for developing elementary and secondary school students technological creativity and to verify the effect. Adaptor-innovator role division problem solving activity was proposed in this study. As a true experimental design, the randomized posttest-only control group design, using matched subjects was employed in this study. The independent variable was problem solving activity in a team composed 2 students. The dependent variable was the frequency in use of technological creativity composed of sensitivity, fluency, flexibility, originality and elaborateness. The subjects for the experiment were 4th grade elementary school, 1st grade middle school and 1st grade high school students. The instrument for the experiment was developed in 4types, which were invention, design, trouble shooting and procedures according to the Custer(1995)`s technological problem style. The validity of the instrument was verified by experts in the field of technology education. The statistical technique used for data analysis was ANOVA with an alpha level of .05. In conclusion, the adaptor-innovator role division problem solving activity was effective in developing elementary and secondary school students technological creativity like sensitivity, flexibility, originality and elaborateness. And the effect in developing fluency was identified partially by technological problem types and the level of grade. Based on the conclusion of this study, adaptor-innovator role division problem solving activity for developing technological creativity should be applied to practical arts education in elementary school and technology education in middle and high school.

기술적 문제 해결을 위한 사고 과정의 분석 : 발성 사고를 통한 상호 문제 해결을 적용한 사례 연구

문대영(Dae Young Moon),류창열(Chang Yol Ryu) 대한공업교육학회 2000 대한공업교육학회지 Vol.25 No.1

The purpose of this study was to analyze thinking process for technological problem solving. `Thinking aloud pair problem solving (TAPPS)` was applied to observe the thinking process effectively. Problem solving process was videotaped to collect data and protocol was composed. Then data coding was carried out according to the protocol and the frequency and duration were analyzed by two independent observers. The order of frequency of thinking processes was as follow; 1) communicating, 2) constructing models/prototypes, 3) measuring, 4) analyzing, 5) modeling, 6) defining problems, 7) predicting. And the order of duration of thinking processes was as follow; 1) constructing models/prototypes, 2) communicating, 3) designing, 4) measuring, 5) defining problems, 6) experimenting, 7) modeling. Thinking processes like context, customer analysis, technology review, and values were not observed. Inter coder reliability were 0.86 & 0.87 and intra coder reliability were 0.94 & 0.97 in the frequency and duration analysis by two independent observers.

초·중등 발명교육 정책 변천에 관한 연구

문대영(Daeyoung Moon) 한국기술교육학회 2022 한국기술교육학회지 Vol.22 No.1

이 연구는 발명교사의 인식을 바탕으로 우리나라 초·중등 발명교육 정책의 변천을 탐색하기 위해 수행되었다. 연구의 목적을 달성하기 위해서 우리나라 초·중등 발명교육의 주요 정책 40개를 도출하여 질문지를 구성하고, 발명교육 경력 10년 이상인 발명교사를 대상으로 조사를 실시하였다. 연구의 주요 결과는 다음과 같다. 첫째, 발명교사가 인식하는 우리나라 초·중등 발명교육 정책의 변곡점은 1) 1995년 교육부 및 시·도교육청과 연계한 발명공작교실(現발명교육센터) 설치, 2) 2007년 학교 정규 교육과정에 발명교육 반영, 3) 2017년 발명교육법(발명교육의 활성화 및 지원에 관한 법률) 공포 등의 3개 정책이다. 둘째, 위의 3개 정책을 변곡점으로 하여 우리나라 초·중등 발명교육 정책은 1) 도입기(1973∼1994), 2) 성장기(1995∼2006), 3) 확산기(2007∼2016), 4) 성숙기(2017∼) 등으로 시기 구분할 수 있다. This study was conducted to explore the changes of primary and secondary invention education policy in Korea based on the recognition of the invention teachers. To achieve the purpose of this study, 40 major policies of elementary and secondary invention education in Korea were derived and questionnaires were constructed. Invention teachers with more than 10 years of invention education experience were surveyed. The main results of this study are as follows:First, the inflection point of the Korean elementary and secondary invention education policy recognized by the invention teachers is three policies: 1) the establishment of the invention work classroom (invention education center) in 1995, 2) the reflection of invention education in the regular school curriculum in 2007, and 3) the invention education law (the Act on the Activation and Support of Invention Education) in 2017. Second, the above three policies can be divided into four periods of elementary and secondary invention education policy in Korea: 1) Introduction period (1973∼1994), 2) Growth period (1995∼2006), 3) Diffusion period (2007∼2016), and 4) Maturity period (2017∼).

자율주행 자동차의 안전한 평가를 위한 디지털 트윈 및 가상 환경 기반 Vehicle-In-the-Loop Simulation(VILS) 시스템 아키텍처

문대영(Daeyoung Moon),김정현(Junghyun Kim),이민기(Minki Lee),홍준(Jun Hong),이기범(Kibeom Lee) 한국자동차공학회 2022 한국자동차공학회 학술대회 및 전시회 Vol.2022 No.11

시뮬레이션 활용 자율주행 성능 평가를 위한 운전자 모델 기반 교통류 시나리오 생성

문대영(Daeyoung Moon),전승민(Seungmin Jeon),이기범(Kibeom Lee) 한국자동차공학회 2023 한국자동차공학회 학술대회 및 전시회 Vol.2023 No.11

초등 실과 공업기술 영역 교육의 발전 전략 도출

문대영(Moon Dae Young) 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.2

The purpose of this study was to suggest the improvement plan of industrial technology education in practical arts subject through finding strategies. To find strategies SWOT analysis was used. In this article, strength, weakness, opportunity, and threat factors of industrial technology education in practical arts subject were identified as follows; 1) Strength factors of industrial technology education in practical arts subject: including the value of hands-on activity, cultivating creative problem solving ability, and fostering technological literacy. 2) Weakness factors of industrial technology education in practical arts subject: biasing the content in curriculum, lack of continuity and sequence of curriculum, and shortage of various activity projects. 3) Opportunity factors of industrial technology education in practical arts subject: extending the holistic education, requirement of alternative approach in school education, and spreading the DIY movement. 4) Threat factors of industrial technology education in practical arts subject: lack of awareness about activity based learning, insufficient program to cultivate instruction skill of hands-on activity, and unpreparedness of institution and equipment in school. In this study, 4 strategies were extracted through SWOT analysis, and these are as follows; 1) Standing out the value of creative problem solving through hands-on activity. 2) Realizing the value through systematizing continuity and sequence of curriculum and developing various activity projects. 3) Preparing the supporting system and promoting the awareness of activity based learning to carry into effect the value. Applying tentative manner that consider the circumstance of school.

STEM 통합 접근의 사전 공학 교육 프로그램 모형 개발

문대영(Dae Young Moon) 한국공학교육학회 2008 공학교육연구 Vol.11 No.4

이 연구는 STEM 통합 접근의 사전 공학 교육 프로그램 모형을 개발하기 위해 수행되었다. 연구의 목적을 달성하기 위해서 관련 문헌 고찰과 전문가를 대상으로 한 타당도 조사를 실시하였다. 이 연구에서는 STEM 통합 접근의 교육 프로그램 모형 개발과 관련하여 다음과 같은 세 가지 결과를 산출하였다. 첫째, 과학, 기술학, 공학, 수학 각각에 대한 개념, 고유의 탐구 방법과 지식 구조 및 영역을 확인하고, 이에 대한 타당도 조사를 통해 STEM 통합 접근의 개념 모형을 구성하였다. 둘째, STEM 통합 접근의 통합 핵심 요소, 활동유형, 교육 프로그램 수행 학습 인원, 교육 프로그램 수준을 탐색하고 이를 바탕으로 하여 STEM 통합 접근의 교육 프로그램 개념 모형을 구안하였다. 셋째, 주제 중심 통합 접근에 따른 탐구 프로젝트 활동, 문제 중심 통합 접근에 따른 문제 해결 활동, 설계 중심 통합 접근에 따른 창의 공학 설계 활동 각각의 교육 프로그램 구성 단계를 제시하여 STEM 통합 접근의 교육 프로그램 구조화를 꾀하였다. This study was conducted to develop pre-engineering educational program model based on STEM integration approach. To accomplish this purpose literature review and content validity ratio survey were carried out. The main results of this study were as follows: First, the conceptual model of STEM integration approach was constituted. Second, the conceptual model of pre-engineering educational program model based on STEM integration approach was proposed. Third, the formation steps of inquiry project activity, problem solving activity, and creative engineering design activity were developed to structure the educational program.

중등학교교사 임용후보자 선정경쟁시험 기계과목의 교과교육학 문항 추이 분석

문대영(Dae-Young Moon) 대한공업교육학회 2020 대한공업교육학회지 Vol.45 No.3

이 연구는 중등학교교사 임용후보자 선정경쟁시험 기계과목의 교과교육학 문항추이를 분석하고, 향후 출제 방향을 제안하기 위해 수행되었다. 연구의 목적을 달성하기 위해서 2002학년도부터 2020학년도까지의 기계과목의 문항을 대상으로 하여 교과교육학 문항 수 및 배점의 추이, 문항의 유형별 추이, 문항의 평가 영역별 반영 추이를 분석하여 다음과 같은 연구 결과를 도출하였다. 첫째, 교과교육학 문항 수의 비율은 전체 문항 수의 18.18-30.00%에 해당하며 평균비율은 24.56%에 해당한다. 교과교육학 문항 배점의 비율은 배점 비율은 20.00-31.25% 사이에 분포하고 있으며, 최근 5년간 교과교육학 문항의 배점 비율은 25%로 유지되고 있다. 향후 교과교육학 문항의 배점 비율을 30% 이상으로 상향 조정할 것을 제안한다. 둘째, 교과교육학 문항 유형 추이는 1기(2002-2008학년도) 기입형+서술형, 2기 (2009-2013학년도) 선다형+서술형, 3기(2014-2019학년도) 기입형+서술형+논술형, 4기(2020학년도) 기입형+서술형으로 전개되었다. 향후 교과교육학 문항 유형은 3기의 논술형과 3기 및 4기의 서술형을 발전시켜 나갈 것을 제안한다. 또한, 문항의 양호성과 채점의 용이성 및 변별력을 만족하는 교과교육학 서술형, 논술형 문항 개발 매뉴얼 및 예시문항 개발 연구를 제안한다. 셋째, 교과교육학 문항의 평가 영역별 출제 빈도가 높은 순서는 공업 교육과정, 공업 교수 · 학습, 공업교육 평가, 실기 지도법, 직업 · 진로 지도, 산학협력, 공업교육 일반의 순으로 나타났다. 실제적인 교육 맥락 내에서 교과교육학 지식(PCK)을 묻는 문항은 주로 공업 교수 · 학습, 공업교육 평가 영역에서 출제되었으며, 향후 공업 교육과정, 실기 지도법, 직업 · 진로 지도, 산학협력, 공업교육 일반 등의 영역에서도 실제적인 교육 맥락을 살릴 수 있는 문항을 개발할 것을 제안한다. This study was carried out to analyze the trends of pedagogical content area items in the secondary school level mechanical teacher employment examination and to propose the directions of setting exam questions. To accomplish this purpose the tendencies of number and scoring, question type, and evaluation domain of the pedagogical content area items were identified. The main results of this study were as follows: First, the proportion of the number of pedagogical content area items in the total number of items was ranged from 18.18 to 30.00% and the average proportion was 24.56%. The proportion of the scoring of pedagogical content area items in the total scoring of items was ranged from 20.00 to 31.25% and the average proportion of recent 5 years was maintained as 25.00%. The proportion of the scoring of pedagogical content area items was needed to adjust upward over 30%. Second, the tendency of question type of pedagogical content area items was unfolded as follows: 1) 1st phase (2002-2008) filling up type and description type, 2) 2nd phase (2009-2013) multiple-choice type and description type, 3) 3rd phase (2014-2019) filling up type, description type, and essay type, and 4th phase (2020) filling up type and description type. It was proposed that essay type of 3rd phase and description type of 3rd & 4th phase were progressed as a question type of pedagogical content area items. And the study was needed to develop manual and best practice sample items to satisfied reliability of items and discrimination & easiness of grading. Third, the order of frequency evaluation domain was industrial curriculum, industrial teaching and learning, industrial evaluation, practical skill instruction, vocation and career education, industry and academy cooperation, and introduction of industrial education. It is desired that the items related pedagogical content knowledge in the educational context were expanded in the various evaluation domain.